PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 1
Arabic I Curriculum
April 2017
Rachid Rezqi
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 2
COURSE DESCRIPTION
The Arabic I course is designed as an entry-level course for students seeking knowledge and understanding of the Arabic language and culture. It is
designed for novice learner as well as heritage speakers, who are fluent in Arabic but want to improve their reading and writing skills of the
language. Students will learn basic vocabulary, common expressions, and the fundamentals of grammar and pronunciation to conduct basic
conversations in real situations. The course will also enable students to have a better understanding of the Arabic culture and the variations of it. The
main focus will be on building proficiency in the four skills of listening, speaking, reading and writing through the study of the Arabic grammar and
syntax.
The class meets every day for 40 minutes and offers five high school credits.
COURSE OBJECTIVES
The Arabic I course objective targets the three modes of communication described by the New Jersey Student Learning Standards for World
languages: Interpersonal, Interpretive, and Presentational. Below are definitions of the three modes and the list of primary learning objective areas.
Three Modes of Communication:
Strand A: The Interpretive Mode’s focal point is communication, in which students demonstrate adequate understanding of spoken and
written communication within the appropriate cultural context.
Strand B: The Interpersonal Mode concentrates more on engaging students to communicate directly using their oral and written skills.
Strand C: The core of Presentational Mode is the ability to present concepts and ideas to an audience of listeners or readers with whom there
is no immediate interaction using their oral and written skills.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 3
Learning Objective Areas:
Spoken Interpersonal Communication
Written Interpersonal Communication
Audio, Visual, and Audiovisual Interpretive Communication
Written and Print Interpretive Communication
Spoken Presentational Communication
Written Presentational Communication
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 4
OUTLINE OF COURSE
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 1: Arabic Alphabet
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic
information and other sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written direction, commands, and requests through appropriate physical
response.
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target culture(s).
Interpersonal Mode/Proficiency Level : Novice-Mid
7.1.NM.B.1- Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.
7.1.NM.B.2- Give and follow simple oral and written directions, commands, and requests when participating in age appropriate
classroom and cultural activities.
7.1.NM.B.3- Imitate appropriate gestures and intonation of the target culture(s) language during greetings, leave-takings, and daily
interactions.
Presentational Mode/Proficiency Level: Novice-Mid
7.1.NM.C.1- Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes
to be shared virtually with a target language audience.
7.1.NM.C.2- Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3- Copy/write words, phrases, or simple guided texts on familiar topics.
Essential Questions (3-5)
Who speaks Arabic?
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 5
Where is the Arab world?
What does the Arabic alphabet look like?
What are long and short vowels in Arabic?
How do you connect letters in Arabic?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 6
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 6 weeks.
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 2: Connecting Letters
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic
information and other sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written direction, commands, and requests through appropriate physical
response.
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target culture(s).
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 7
Interpersonal Mode/Proficiency Level : Novice-Mid
7.1.NM.B.1- Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.
7.1.NM.B.2- Give and follow simple oral and written directions, commands, and requests when participating in age appropriate
classroom and cultural activities.
7.1.NM.B.3- Imitate appropriate gestures and intonation of the target culture(s) language during greetings, leave-takings, and daily
interactions.
Presentational Mode/Proficiency Level: Novice-Mid
7.1.NM.C.1- Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes
to be shared virtually with a target language audience.
7.1.NM.C.2- Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3- Copy/write words, phrases, or simple guided texts on familiar topics.
Essential Questions (3-5)
How do you connect Arabic letters?
How do you recognize familiar spoken and written words and phrases?
What are the days of the week and months of the year in Arabic?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 8
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 5 weeks.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 9
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 3: Numbers and Colors
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic
information and other sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written direction, commands, and requests through appropriate physical
response.
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1.NM.A.4- Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Interpersonal Mode/Proficiency Level: Novice-Mid
7.1.NM.B.1- Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.
7.1.NM.B.2- Give and follow simple oral and written directions, commands, and requests when participating in age appropriate
classroom and cultural activities.
7.1.NM.B.3- Imitate appropriate gestures and intonation of the target culture(s) language during greetings, leave-takings, and daily
interactions.
7.1.NM.B.4- Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Presentational Mode/Proficiency Level: Novice-Mid
7.1.NM.C.1- Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes
to be shared virtually with a target language audience.
7.1.NM.C.2- Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3- Copy/write words, phrases, or simple guided texts on familiar topics.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 10
7.1.NM.C.4- Present information from age- and level- appropriate, culturally authentic materials orally or in writing.
Essential Questions (3-5)
How do you introduce yourself and your classmates?
Can you count the numbers (0-10)?
How are the names of colors said in Arabic?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 11
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 4 weeks.
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 4: Clothing
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic
information and other sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written direction, commands, and requests through appropriate physical
response.
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target culture(s).
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 12
7.1.NM.A.4- Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Interpersonal Mode/Proficiency Level : Novice-Mid
7.1.NM.B.1- Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.
7.1.NM.B.2- Give and follow simple oral and written directions, commands, and requests when participating in age appropriate
classroom and cultural activities.
7.1.NM.B.3- Imitate appropriate gestures and intonation of the target culture(s) language during greetings, leave-takings, and daily
interactions.
7.1.NM.B.4- Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Presentational Mode/Proficiency Level: Novice-Mid
7.1.NM.C.1- Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes
to be shared virtually with a target language audience.
7.1.NM.C.2- Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3- Copy/write words, phrases, or simple guided texts on familiar topics.
7.1. NM.C.4- Present information from age- and level- appropriate, culturally authentic materials orally or in writing.
Essential Questions (3-5)
Are you able name various articles of clothing in Arabic?
Are you able to describe what you are wearing?
Grammar: How is gender and number agreement made when creating sentences?
Grammar: How are prepositions (on, in, under…etc.) used in Arabic?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 13
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 14
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 5 weeks.
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 5: Foods and beverages
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NM.A.1- Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic
information and other sources related to targeted themes.
7.1.NM.A.2- Demonstrate comprehension of simple, oral and written direction, commands, and requests through appropriate physical
response.
7.1.NM.A.3- Recognize a few common gestures and cultural practices associated with the target culture(s).
7.1.NM.A.4- Identify familiar people, places, and objects based on simple oral and/or written descriptions.
Interpersonal Mode/Proficiency Level: Novice-Mid
7.1.NM.B.1- Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes.
7.1.NM.B.2- Give and follow simple oral and written directions, commands, and requests when participating in age appropriate
classroom and cultural activities.
7.1.NM.B.3- Imitate appropriate gestures and intonation of the target culture(s) language during greetings, leave-takings, and daily
interactions.
7.1.NM.B.4- Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Presentational Mode/Proficiency Level: Novice-Mid
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 15
7.1.NM.C.1- Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes
to be shared virtually with a target language audience.
7.1.NM.C.2- Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.
7.1.NM.C.3- Copy/write words, phrases, or simple guided texts on familiar topics.
7.1.NM.C.4- Present information from age- and level- appropriate, culturally authentic materials orally or in writing.
Essential Questions (3-5)
Grammar: What is the difference between definite and indefinite nouns?
How many foods and beverages can you name in Arabic?
What are common foods eaten by people in the middle East?
How are polite requests made?
How are invitations accepted or declined?
Can you count and write out the numbers (10-20)?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 16
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 4 weeks.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 17
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 6: The family
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NH.A.1- Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words in culturally authentic materials using electronic information and other sources related to targeted
themes.
7.1.NH.A.2- Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical
response.
7.1.NH.A.3- Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4- Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5- Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Interpersonal Mode/Proficiency Level: Novice-Mid
7.1.NH.B.1- Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related
to self and targeted themes.
7.1.NH.B.2- Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-
appropriate classroom and cultural activities.
7.1.NH.B.3- Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily
interactions.
7.1.N.H.B.4- Ask and respond to questions, make requests, and express preferences in various situations.
7.1.NH.B.5- Converse on a variety of familiar topics and/or topics studied in other content areas.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 18
Presentational Mode/Proficiency Level: Novice-Mid
7.1.NH.C.1- Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2- Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in
writing.
7.1.NH.C.3- Describe in writing people and things from the home and school environment.
7.1.NH.C.4- Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NM.C.5- Tell or write about cultural products associated with the target culture(s) and identify how the products and practices are
derived from the cultural perspectives.
Essential Questions (3-5)
Are you able to describe yourself to other people?
Who is considered “family” in the Arabic culture?
How do you introduce your family to other people?
How do you inquire about and provide personal information?
Grammar: What are the demonstrative and possessive adjectives in Arabic?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 19
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 5 weeks.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 20
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 7: Weather and seasons
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NH.A.1- Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words in culturally authentic materials using electronic information and other sources related to targeted
themes.
7.1.NH.A.2- Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical
response.
7.1.NH.A.3- Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4- Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5- Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Interpersonal Mode/Proficiency Level: Novice-Mid
7.1.NH.B.1- Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related
to self and targeted themes.
7.1.NH.B.2- Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-
appropriate classroom and cultural activities.
7.1.NH.B.3- Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily
interactions.
7.1.N.H.B.4- Ask and respond to questions, make requests, and express preferences in various situations.
7.1.NH.B.5- Converse on a variety of familiar topics and/or topics studied in other content areas.
Presentational Mode/Proficiency Level: Novice-Mid
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 21
7.1.NH.C.1- Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1. NH.C.2- Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in
writing.
7.1.NH.C.3- Describe in writing people and things from the home and school environment.
7.1. NH.C.4- Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1. NH.C.5- Tell or write about cultural products associated with the target culture(s) and identify how the products and practices are
derived from the cultural perspectives.
Essential Questions (3-5)
What are the four seasons in Arabic?
How do people describe the weather in Arabic?
How do people describe their leisure activities in Arabic?
How are the numbers 20-100 written and said?
Grammar: How do you turn a statement into a question using (is/are, you, he/she…etc.)?
Review: What do you wear in different seasons?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 22
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 5 weeks.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 23
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 8: Telling the time
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Novice-Mid
7.1.NH.A.1- Recognize familiar words and phrases, understand the main idea, and infer the meaning of some highly contextualized,
unfamiliar spoken or written words in culturally authentic materials using electronic information and other sources related to targeted
themes.
7.1.NH.A.2- Demonstrate comprehension of a series of oral and written directions, commands, and requests through appropriate physical
response.
7.1.NH.A.3- Recognize some common gestures and cultural practices associated with target culture(s).
7.1.NH.A.4- Identify people, places, objects, and activities in daily life based on oral or written descriptions.
7.1.NH.A.5- Demonstrate comprehension of short conversations and brief written messages on familiar topics.
7.1.NH.A.6- Reserved
7.1.NH.A.7- Occasionally infer the meaning of a few unfamiliar words in highly contextualized situations.
7.1.IL.A.1- Identify the main idea and most supporting details contained in culturally authentic materials using electronic information
and other sources related to targeted themes.
7.1.IL.A.2- Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
Interpersonal Mode/Proficiency Level: Novice-Mid
7.1.NH.B.1- Use digital tools to exchange basic information by recombining memorized words, phrases, and sentences on topics related
to self and targeted themes.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 24
7.1.NH.B.2- Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-
appropriate classroom and cultural activities.
7.1.NH.B.3- Imitate appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language during daily
interactions.
7.1.N.H.B.4- Ask and respond to questions, make requests, and express preferences in various situations.
7.1.NH.B.5- Converse on a variety of familiar topics and/or topics studied in other content areas.
7.1.IL.B.1-Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.2- Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-appropriate
classroom and cultural activities.
Presentational Mode/Proficiency Level: Novice-Mid
7.1.NH.C.1- Recombine basic information at the word and sentence level related to self and targeted themes to create a multimedia-rich
presentation to be shared virtually with a target language audience.
7.1.NH.C.2- Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in
writing.
7.1.NH.C.3- Describe in writing people and things from the home and school environment.
7.1. NH.C.4- Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
7.1.NH.C.5- Tell or write about cultural products associated with the target culture(s) and identify how the products and practices are
derived from the cultural perspectives.
7.1.IL.C.1- Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to
be shared virtually with a target language audience.
7.1.IL.C.2- Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Essential Questions (3-5)
How does one tell in Arabic?
How are the fractions of the hour spoken in Arabic?
How can one create basic sentences?
Grammar: الاسمية الجملة What is a nominal sentence?
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 25
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 26
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 9: Describing your town
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Intermediate-Low
7.1.IL.A.1- Identify the main idea and most supporting details contained in culturally authentic materials using electronic information
and other sources related to targeted themes.
7.1.IL.A.2- Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3- Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices)
in the target culture(s) and in one’s own culture.
7.1.IL.A.4- Use the target language to describe people, places, objects, and daily activities learned about through oral and written
descriptions.
7.1.IL.A.5- Demonstrate comprehension of conversations and written information on a variety of topics.
Interpersonal Mode/ Proficiency Level: Intermediate-Low
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 5 weeks.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 27
7.1.IL.B.1-Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.2- Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-appropriate
classroom and cultural activities.
7.1.IL.B.3- Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar
situations.
7.1.IL.B.4- Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.
7.1.IL.B.5- Engage in short conversations about personal experiences or events and/ or topics studied in other content areas.
Presentational Mode/Proficiency Level: Intermediate-Low
7.1.IL.C.1- Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to
be shared virtually with a target language audience.
7.1.IL.C.2- Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1.IL.C.3- Use language creatively to responding writing to a variety of oral or visual prompts.
7.1.IL.C.4- Compare and contrast -age and level- appropriate culturally authentic materials orally and in writing.
7.1.IL.C.5- Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture(s) and
one’s own culture.
Essential Questions (3-5)
Can you name the different places in the city in Arabic?
Can you describe your town?
Can you describe your possessions/objects?
Grammar: How do inquire information using ينا where?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 28
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 29
Suggested Time Frame: 4 weeks.
Content Area: Arabic 1 Grade(s) 9,10,11,12
Unit Plan Title: Theme 10: Farm Animals
NJSLS Standard(s) Addressed
Interpretive Mode/proficiency Level: Intermediate-Low
7.1.IL.A.1- Identify the main idea and most supporting details contained in culturally authentic materials using electronic information
and other sources related to targeted themes.
7.1.IL.A.2- Demonstrate comprehension of oral and written instructions connected to daily activities through appropriate responses.
7.1.IL.A.3- Compare and contrast the use of verbal and non-verbal etiquette (i.e., the use of gestures, intonation, and cultural practices)
in the target culture(s) and in one’s own culture.
7.1.IL.A.4- Use the target language to describe people, places, objects, and daily activities learned about through oral and written
descriptions.
7.1.IL.A.5- Demonstrate comprehension of conversations and written information on a variety of topics.
7.1.IL.A.6- Reserved
7.1.IL.A.7- Infer the meaning of a few unfamiliar words in some new contexts.
Interpersonal Mode/ Proficiency Level: Intermediate-Low
7.1.IL.B.1-Use digital tools to participate in short conversations and to exchange information related to targeted themes.
7.1.IL.B.2- Give and follow a series of oral and written directions, commands, and requests for participating in age-and level-appropriate
classroom and cultural activities.
7.1.IL.B.3- Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language in familiar
situations.
7.1.IL.B.4- Ask and respond to factual and interpretive questions of a personal nature or on school-related topics.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 30
7.1.IL.B.5- Engage in short conversations about personal experiences or events and/ or topics studied in other content areas.
Presentational Mode/Proficiency Level: Intermediate-Low
7.1.IL.C.1- Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to
be shared virtually with a target language audience.
7.1.IL.C.2- Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
7.1.IL.C.3- Use language creatively to responding writing to a variety of oral or visual prompts.
7.1.IL.C.4- Compare and contrast -age and level- appropriate culturally authentic materials orally and in writing.
7.1.IL.C.5- Explain the cultural perspective associated with a few cultural products and cultural practices from the target culture(s) and
one’s own culture.
Essential Questions (3-5)
Can you name common farm animals?
Can you describe items found on a farm?
Can you describe objects around you?
Grammar: What is definiteness?
How are nouns and adjectives made to agree in gender and number?
Anchor Text
Mahdi, Alosh. (2010) Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London:
Yale University Press.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Al-Kitaab: A Textbook for Beginning Arabic Part One Second
Edition: Washington, D.C. Georgetown University Press.
Frangieh, Bassam K. (2012) Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press.
Informational Texts (3-5)
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. (2004) Alif Baa: Introduction to Arabic Letters and Sounds Third Edition:
Washington, D.C. Georgetown University Press.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 31
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc.
Short Texts (1-3)
Comic books
Photo stories
Poems
Short stories
Suggested Formative & Summative Assessments
Create short dialogues
Dictation in the target language
Written assessments
Listening assessments
Projects
Resources (websites, Blackboard, documents, etc.)
Canvas
Google Classroom
PowerPoint
Music
Movies
www.quizlet.com
https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=Arabic+Worksheets
http://arabalicious.com/
https://www.youtube.com/watch?v=Pf4M84CXneo (Learn Arabic-Arabic in 3 minutes)
Suggested Time Frame: 5 weeks.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 32
III. METHODS OF STUEDNTS EVALUATION (ASSESSMENT/EVALUATION)
Summative Assessment
Multiple-choice tests
Oral and written tests
Short-answer tests
Projects
Oral presentations
Student’s portfolio
Formative Assessment
Quizzes
Homework and classwork activities
Listening, speaking and reading activities
Short reports
Cultural research and presentations
Dictation
IV. INSTRUCTIONAL STRATEGIES
Maps, photos and other visuals
Role-play
Peer teaching
Collaborative projects
Reading, writing, listening and speaking activities
Mapping
Watching and responding to media
Researching and debating cultural similarities and differences
Creating review games
Competing in teams
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 33
V. TEXTBOOKS, INSTRUCTIONAL MATERIALS, and SOFTWARE:
Mahdi, Alosh. Ahlan wa Sahlan: Functional Modern Standard Arabic for Beginners Second Edition. New Haven and London: Yale
University Press 2010.
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. Al-Kitaab: A Textbook for Beginning Arabic Part One Second Edition:
Washington, D.C. Georgetown University Press 2004.
Gaafar, Mahmoud & Wightwick, Jane. (2013) Mastering Arabic1: Activity Book Practice for Beginners Second Edition: New York, NY:
Hippocrene Books, Inc. 2013
Al-Batal, Mahmoud, Al-Tonsi, Abbas, & Brustad, Kristen. Alif Baa: Introduction to Arabic Letters and Sounds Third Edition: Washington,
D.C. Georgetown University Press 2004.
Frangieh, Bassam K. Arabic for Life: A Textbook for Beginning Arabic. New Haven and London: Yale University Press 2012.
Gaafar, Mahmoud & Wightwick, Jane. Mastering Arabic1: The Complete Course for Beginners Second Edition: New York, NY: Hippocrene
Books, Inc. 2013.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 34
SCOPE AND SEQUENCE
SKILLS TO BE LEARNED
I = Introduce
D = Develop
R= Reinforce
M = Master
Recognize familiar spoken or written words and phrases
contained in culturally authentic materials using electronic
information and other sources related to targeted themes.
ID
Demonstrate comprehension of simple, oral and written direction,
commands, and requests through appropriate physical response.
IDR
Recognize a few common gestures and cultural practices
associated with the target culture(s).
ID
Identify familiar people, places, and objects based on simple oral
and/or written descriptions.
IDR
Demonstrate comprehension of short conversations and brief
written messages on familiar topics.
ID
Occasionally infer the meaning of a few unfamiliar words in
highly contextualized situations.
ID
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 35
Identify the main idea and most supporting details contained in
culturally authentic materials using electronic information and
other sources related to targeted themes.
ID
Demonstrate comprehension of oral and written instructions
connected to daily activities through appropriate responses.
ID
Compare and contrast the use of verbal and non-verbal etiquette
(i.e., the use of gestures, intonation, and cultural practices) in the
target culture(s) and in one’s own culture.
ID
Use the target language to describe people, places, objects, and
daily activities learned about through oral and written
descriptions.
ID
Demonstrate comprehension of conversations and written
information on a variety of topics.
ID
Infer the meaning of a few unfamiliar words in some new
contexts.
ID
Use digital tools to exchange basic information at the word and
memorized-phrase level related to self and targeted themes.
ID
Give and follow simple oral and written directions, commands,
and requests when participating in age appropriate classroom and
cultural activities.
ID
Use the target language to describe people, places, objects, and
daily activities learned about through oral and written
descriptions.
ID
Imitate appropriate gestures and intonation of the target culture(s)
language during greetings, leave-takings, and daily interactions.
ID
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 36
Ask and respond to simple questions, make requests, and express
preferences using memorized words and phrases.
ID
Use digital tools to exchange basic information by recombining
memorized words, phrases, and sentences on topics related to self
and targeted themes.
ID
Give and follow a series of oral and written directions,
commands, and requests for participating in age-and level-
appropriate classroom and cultural activities.
ID
Imitate appropriate gestures, intonation, and common idiomatic
expressions of the target culture(s)/language during daily
interactions.
ID
Ask and respond to questions, make requests, and express
preferences in various situations.
ID
Converse on a variety of familiar topics and/or topics studied in
other content areas.
ID
Ask and respond to factual and interpretive questions of a
personal nature or on school-related topics.
ID
Engage in short conversations about personal experiences or
events and/ or topics studied in other content areas.
ID
Use basic information at the word and memorized-phrase level to
create a multimedia-rich presentation on targeted themes to be
shared virtually with a target language audience.
ID
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 37
Present information from age- and level- appropriate, culturally
authentic materials orally or in writing.
ID
Describe in writing people and things from the home and school
environment.
DR
Tell or retell stories from age- and level-appropriate, culturally
authentic materials orally or in writing.
DR
Use knowledge about cultural products and cultural practices to
create a multimedia-rich presentation on targeted themes to be
shared virtually with a target language audience.
RM
Explain the cultural perspective associated with a few cultural
products and cultural practices from the target culture(s) and one’s
own culture.
RM
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 38
Student Handout
The Arabic I course is designed as an entry-level course for students seeking knowledge and understanding of the Arabic language and culture. It is
designed for novice learner as well as heritage speakers, who are fluent in Arabic but want to improve their reading and writing skills of the
language. Students will learn basic vocabulary, common expressions, and the fundamentals of grammar and pronunciation to conduct basic
conversations in real situations. The course will also enable students to have a better understanding of the Arabic culture and the variations of it. The
main focus will be on building proficiency in the four skills of listening, speaking, reading and writing through the study of the Arabic grammar and
syntax.
The class meets every day for 40 minutes and offers five high school credits.
PROFICIENCIES
Students will:
Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information and other
sources related to targeted themes.
Recognize a few common gestures and cultural practices associated with the target culture(s).
Demonstrate comprehension of simple, oral and written direction, commands, and requests through appropriate physical response.
Identify familiar people, places, and objects based on simple oral and/or written descriptions.
PASSAIC COUNTY TECHNICAL INSTITUTE
45 Reinhardt Road Wayne, New Jersey 07470
Curriculum Unit Planner
12/2015 rg Page 39
Demonstrate comprehension of short conversations and brief written messages on familiar topics.
Identify the main idea and most supporting details contained in culturally authentic materials using electronic information and
other sources related to targeted themes.
Use the target language to describe people, places, objects, and daily activities learned about through oral and written descriptions.
Demonstrate comprehension of conversations and written information on a variety of topics.
Give and follow simple oral and written directions, commands, and requests when participating in age appropriate classroom and cultural
activities.
Imitate appropriate gestures and intonation of the target culture(s) language during greetings, leave-takings, and daily interactions.
Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases.
Engage in short conversations about personal experiences or events and/ or topics studied in other content areas.
Create and present brief messages, poems, rhymes, songs, short plays, or role-plays using familiar vocabulary orally or in writing.
Describe in writing people and things from the home and school environment.
Tell or retell stories from age- and level-appropriate, culturally authentic materials orally or in writing.
Use knowledge about cultural products and cultural practices to create a multimedia-rich presentation on targeted themes to be shared
virtually with a target language audience.
Present student-created and/or authentic short plays, skits, poems, songs, stories, or reports.
Top Related